taking the journey through initial implementation

Taking the Journey Through Initial Implementation

March 12, 2011

Susan BarrettImplementer Partner, Center on PBIS

Training and TA Director, [email protected]

www.pbis.org

www.scalingup.org

Implementing Innovation for a Lasting Effect2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont,

Illinois

Save the DateOctober 27-28,

2011

This two-day forum for state, district and regional Leadership Teams has been designed to help increase the effectiveness of School-wide PBIS Implementation. Sessions have been developed for all levels of implementation and have been organized into 8 specialized strands, including:

PBIS Foundations Enhanced Implementation Building Training & Coaching Capacity Evaluation & Policy High Schools Tier 2/Tier 3 Supports Integrated Systems Disproportionality, Bully Prevention, and

other special topics For more information, visit www.pbis.org. Sponsored by the OSEP Center on Positive Behavioral Interventions & Supports with support from the Illinois PBIS Network.

School-wide PBIS

Outcomes

• Define the features and procedures for moving evidence-based educational practices from demonstrations to large-scale adoptions

• Provide State and District Examples• Provide Lessons Learned• Provide Next Steps• Identify Key Resources

Effective Interventions

Actual SupportsYears 1-3

Outcomes Years 4-5

Every Teacher Trained

Fewer than 50% of the teachers received some training

Fewer than 10% of the schools used the CSR as intended

Every Teacher Continually Supported

Fewer than 25% of those teachers received support

Vast majority of students did not benefit

Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

Longitudinal Studies of a Variety of Comprehensive School Reforms

Implementation Science

Your Turn

• Name• State• Experience with PBIS• Expectations for today

Cascading System of Support

Students

Building Staff

Grade Level Team

Building Leadership Team

District/Regional Leadership TeamMultiple schools w/in district

All staff

All students

Grade Level Teams, Core Teams, Departments, and all staff

Who is supported?

How is support provided?

Provides guidance and manages implementation

Provides guidance, visibility, funding, political support

Provides guidance and manages implementation

Provides effective practices to support students

Improved student behavior

Sustainability + Scaling

Organizational capacity for & documentation of accurate (90%) & expandable implementation

of evidence-based practice across desired context (e.g., district, classroom, school-wide,

nonclassroom) over time w/ local resources & systems for continuous regeneration.

The Challenge

Building Capacity Across 110,000 Schools

Start with the end in mind…• What will it take to have 100,000 replications

that produce increasingly effective outcomes for 100 years?– Fixsen

Schools adopting SWPBIS by year

00 01 02 03 04 05 06 07 08 09 2010 20110

2000

4000

6000

8000

10000

12000

14000

16000

14,325 Schools Adopting

School-wide PBIS

Schools use SWPBIS (Feb, 2011)Al

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Alas

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Ariz

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Arka

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Calif

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Colo

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Conn

ectic

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Del

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Flor

ida*

Geo

rgia

Haw

aii

Idah

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Illin

ois

Indi

ana

Iow

a*

Kans

as*

Kent

ucky

Loui

sian

a*

Mai

ne

Mar

ylan

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Mas

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Mic

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Min

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Mis

siss

ippi

Mis

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Mon

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Neb

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Nev

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New

Ham

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New

Jers

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New

Mex

ico

New

Yor

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Nor

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Nor

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Ohi

o

Okl

ahom

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Penn

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Rhod

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Sout

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Verm

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Was

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gini

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Wyo

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0

200

400

600

800

1000

1200

1400

1600

11 states with over 500 schools

3 states with over 1000 schools

“Innovation Neutral” process

• Any innovation/initiative• A neutral process for implementing any

innovation with fidelity • Professional development• Working smarter with limited resources

– Aligning what you have to organize supports

14

How did they do that?

Florida Illinois Maryland

• Similarities ? 10 years, funding provided by state department but “housed” outside department of ed, over 600 schools trained

Recognition Program

Major OrganizersPOI, Implementers Blueprint

Implementers Blueprint

• Self Assessment• More like guidelines• Provides a common language

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

You have knowledge about the Blueprint

State/District will be successful if:– They start with sufficient resources and

commitment– They focus on the smallest changes that will result

in the biggest difference– They have a clear action plan– They use on-going self-assessment to determine if

they are achieving their plan– They have access to an external agent/coach who

is supportive, knowledgeable and persistent.

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/ Secondary

Tier 3/

TertiaryIn

terv

entio

n

Assessmen

t

SYST

EMS

PRACTICES

PBISCreating the Conditions for Learning

OUTCOMESSocial Competence &

Academic AchievementSystems Supporting Staff Behavior• Team Approach•Administrator participation•Community of Practice (Skill development and performance feedback)

Data Supporting Decision Making•office discipline referrals•academic progress•Attendance, truancy•direct observation•school improvement goal progress•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Correct behaviors• Consensus/collaboration

21

DATA

Phases of Implementation

ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

2 – 4 Years

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Exploration StageNeed for change identified, possible solutions are explored, learning about

what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward

InstallationResources needed to implement innovation with fidelity and desired outcomes

are in place

Initial ImplementationInnovation is in place in schools, implementation largely guided by external TA

providers

Full Implementation-Innovation is implemented and sustained by local stakeholders and is well-

integrated into policy/written documentation

Innovation and Sustainability Innovation is adapted to fit local context, innovation becomes more efficient

and is integrated with other initiatives

Stages of Implementation

Exploration/Adoption Installation

Initial Implementation Full

Implementation Innovation and Sustainability

Establish Leadership

Teams, Set Up Data Systems

Development Commitment

Provide Significant Support to

Implementers

Embedding within

Standard Practice

Improvements: Increase

Efficiency and Effectiveness

Should we do it?

Doing it right

Doing it better

Your Turn

• Self Assessment• Which Phase are you in? (can be more than one)

• Exploration• Installation• Initial Implementation• Full Implementation• Innovation and Sustainability

Exploration Adoption

Installation

Initial

ImplementationElaboration

Con

tinuo

us

Impr

ovem

ent

District

Exploration

Adoption InstallationInitial

Implem

entation

Elaboration

Con

tinuo

us

Impr

ovem

ent Model Schools

Universal Supports

Exploration

Adoption

Installation

Initial Implementation

Ela

bora

tion

Continuous

Improvement

Model Schools

Targeted/Intensive Supports

Exploration Adoption

Installation

Initi

al

Impl

emen

tatio

n

Elaboration Continuous

ImprovementScale-Up Schools

Targeted/Intensive Supports

Continuous

Improvement Exploration

AdoptionInstallation


Ela

bora

tion Scale-Up Schools

Universal Supports

Embedded Stages within District Implementation of RtI

Getting Started Commitment to School Level Implementation

Will this work here?– Establish Local Sites in Multiple Districts– Small and Large– Urban, Suburban and Rural– ES, MS, HS, Alt, JJ

Before you add one more thing….

www.safetycenter.navy.mil

Exploration Phase

Need for change identified, possible solutions are explored, learning about what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward

Resource Mapping-Inventory of Current Innovation

• What are the practices in place at each tier of the triangle?

• Are they evidence-based practices?• How are you measuring effectiveness of

practices (data)? • Who are the service delivery

teams/personnel (e.g., graduation coach, PALS teacher, Math Coach)

31

TIER I: Core, Universal

31

GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned? Questions 1 and 2 help us ensure

a guaranteed and viable core curriculum

32

TIER II: Supplemental, Targeted

32

Tier II For approx. 20% of students

Core +

Supplemental…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?

33

TIER III: Intensive, Individualized

33

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the students performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

Activity 1Step 1: Identify all programs/initiatives/common

practices by tier Tier I- How do you support all children? Core

Curriculum- “everyone gets”Tier II, III How do you support students who need

more support? How do you build on the foundation so that all Tier II, III activities are a natural extension of core curriculum?

Step 2: Identify outcome for each practice. How do you measure effectiveness?(Staff performance) How do monitor progress? (student impact) How do you support teachers? (staff support)How are they linked to School Improvement? (integrated approach)

VDOE ESD Project 1/30/11 34

~5%

ALL

SOME

FEW

•SW Expectations linked to class rules and routines•Behavior Basics•Evidence Based Practices

• Feedback Ratio• Wait time• Opportunities to Respond• Self Management• Academic Match

•Working with Families•Transitions

• Using Pre-corrections•Active Supervision •Data Collection and Using Data to Guide Decisions

• ODR, MIR• Self Assessment

•Peer Coaching•Good Behavior Game

•Working with Families•Deciding to increase Support•Progress Monitoring

• Using the Daily Progress Report• Working with Students using CICO•Working with Students using “CICO Plus” Academic or Social Instructional Groups

•Using Data to Guide Decisions•Working with T2 Teams

•Data Collection and Progress Monitoring at T3•Working with Families•Role on the Individual Support Team•Building Behavior Pathways and Hypothesis Statements

Tiers of Support

Tier 3

Tier 2

Tier 1

Triangle Activity:

Applying the Three-Tiered

Logic to Your School

36

Practices, Initiatives, Programs for a FEW

Practices, Initiatives, Programs for SOME

Practices, Initiatives, Programs for ALL

Who are the staff supporting all of these practices?

• What “support teams or staff” support these practices?

• What are their roles and responsibilities?• Is there any duplication or overlap?• What communication loops and /or progress

monitoring exists among all of these support personnel?

• What’s working and how do we know, got data?

Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

Tier 1/Universal Interventions 80-90%•________________________•________________________•________________________•________________________•________________________•________________________

Schools need to be clear about what interventions they have (and don’t have) in place

Service Delivery Personnel

Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

Got data?• Take inventory of current data

– Office Referrals- BIG 5– Expulsion and Suspension– Attendance– Nursing Logs– Counselor Logs– Minor incident reports– Benchmark Assessments– GPA– Homework Completion– At-risk factors and other trajectory data for prevention

1-5% Tier 3/Tertiary Interventions• ___________________________• ___________________________• ___________________________

5-15%Tier 2/Secondary Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________

80-90% Tier 1/Universal Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________


Data to measure effectiveness


Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

1-5% Tier 3/Tertiary Interventions• ___________________________• ___________________________• ___________________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

5-15%Tier 2/Secondary Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________

Tier 1/Universal Interventions 80-90%•________________________•________________________•________________________•________________________•________________________•________________________

80-90% Tier 1/Universal Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________


Service Delivery Personnel

Data to measure effectiveness


Have to see the connection!

Are there other ways in which implementing PBIS will support

your strategic plan?

Your Turn

• How could you use Resource Mapping in you school, district, region, state, life?

Prepare for Working Smarter (Not Harder)

• Allows schools to identify the multiple committees within their school

• Helps in identifying purposes, outcomes, target groups, and staff

• Assists schools in addressing, evaluating, and restructuring committees and initiatives to address school improvement plan

• Important for schools to identify that school-wide PBIS is integrated into existing committees and initiatives

45

Use Worksheet to Organize Your Teams Responsible for ALL Programs/Initiatives

Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support, etc)

Step 2: Complete the Working Smarter documentStep 3: Based on your results, what committees/teams

can you: (a) align and integrate to support everyone’s efforts towards the school strategic plan and mission?

Determine your next steps …

46

Workgroup/Committee/

Team

Outcome/Link to SIP

Who do we serve?

What is the ticket

in?

Names of Staff

Non-negotiable

District Mandate?

How do we measure impact?

Overlap?Modify?

Attendance Committee

students Junebug, Leo, Tom

yes Attendance records Yes-fold to SW PBS

SW PBS Team Studentsstaff

Ben, Tom, Lou

no Office ReferralsAttend, MIR,Nursing log ,climate

Yes- continue

Safety Committee

Studentsstaff

Toni, Barb, Tom

no OfficeReferralsBIG 5, climate

Yes-fold into SW PBS

School Spirit Committee

students Tom no No Yes-fold into SW PBS

Discipline Committee

students Tom, Lou no Office Referrals

Yes-fold into SW PBS

Student Support Team/Problem Solving Team

students Steve, Sue,Jon,Tom

yes Discipline,DIBELS, FACTS…

No- continue

School Improvement

1,2,3 Bill, Jon, Lou, Tom

yes All of the above Yes- continue

Your Turn

• How would you use Working Smarter in your school, district, region, state?

Installation

• Resources needed to implement innovation with fidelity and desired outcomes are in place

Identify:• Coordinator• State Team• Implementation Team • Trainers, Coaches

– Roles and Functions must be clear• Use the Blueprint and Team Workbook

PBIS in Virginia: Building Capacity and Sustainability

School Staff, Families, Transportation, Communities

Project Leadership Team

Training and Technical Assistance Centers

District Coordinators

Coaches

Team Leaders

Problem-Solving Teams


• Commitment to Capacity Building– Demonstrated High Fidelity/High Impact– Demand Increases– State Team won’t be able to keep up with demand

Features

• Point of Contact and Coaches become Local Coordinators– Transfer role to local person– Use phase of implementation to guide decision

points• Meet with local team to build action plan-

model after state team

Full Implementation

• Commitment to Large Scale Implementation– Large number of schools in each district

– Sustain and Build Integrated Systems Model- Braiding Initiatives

• Shelf Life– Increased roles and duties within District

Innovation and Sustainability• Innovation and Integration

– Demonstrated impact throughout– Change/Adapt to fit culture every year– Renew Commitment– Easier, More Efficient, Cost Reduces– Organizational Framework allows for

integration– Educators as better consumers

Leadership Team

SWPBS Implementers’ Blueprint

• Representation from key stakeholders• Meet regularly with a regular process• Complete regular self-assessment and

long term action planning• Led by Coordinator with FTE

Funding VisibilityPolitical Support

SWPBS Implementers’ Blueprint

• Identify recurring funding sources • 3 to 5 yrs. of support

• Disseminate results to multiple audiences

• Websites• Newsletters• Conferences• Media (TV, etc.)

• Presentations to: school boards, state departments• Write into policy • Connect with key administrators

LEADERSHIP ACTIVITIES

Policy

• SW PBS Policy statement developed and endorsed•Implementation data and outcomes are reviewed semi-annually•Audit of effectiveness of existing related initiatives conducted annually

Funding Visibility Policy Political SupportExploration * Installation * Initial Implementation * Full Implementation

Innovation and Sustainability

• How have these features evolved over time?

“The Maryland Story”

Successes/Serendipity• State- Non Profit- University Partnership

– Protected FTE• Student Services and Special Education• School Psych Conference• Prior Relationship in each LSS• Small, functional state team• Successful Demo Sites• Willing to talk to anyone who would listen

PBIS Maryland Infrastructure• Commitment of leadership at State, District and

School levels• Private, Public, University partnership• Implementation Standards and Protocols

developed and implemented (T1, CICO)• INFRASTRUCTURE developed to support State and

Regional Training Capacity• State-wide impact:

–820 schools in all 24 systems trained–660 implementing Tier 1/Universal PBIS with

fidelity. Over 100 in initial Tier 2 cohort.• PBIS Maryland WEBSITE and DATABASE (

www.pbismaryland.org)

http://www.pbismaryland.org/

PBIS Maryland Infrastructure• Ongoing Technical Assistance from National TA

Center on PBIS• Ongoing Evaluation/Progress Monitoring • Evaluation Tools• Ongoing Data Collection for Decision Making

–IPI (Implementation Phases Inventory), SETs, SWIS, BOQ, CICO Tool

• Ongoing expansion of Local School System infrastructure as numbers of schools increase—staff designation, coaches for schools, and funding

• Federal Grants to support Rigorous Randomized Evaluation Activity through JHU

Leadership TeamExploration * Installation * Initial Implementation * Full Implementation


• How has the Leadership Team evolved over time?

• Management /Leadership/Implementation• Standards and Protocols• Functions/Jobs by subcommittee

Roles and Functions of Coordinator

• How many hats do you wear?– Systems Change Agent, – Trainer, Facilitator, Accountant, PR, Policy

writer, Politician, Researcher, Computer Genius, Website Developer, Presenter….

• Role changes over time-PROCESS – Can you build your skill to keep up?– Who will be your system of support?

Generation of Practitioners

• Train more folks than you think you need• Levels of skill development• Organized around Phases of Implementation

– Team Member– Team Leader– Coach– Trainer– Coach Coordinator– Regional/State Coordinator

67

Phase One: Commitment to CollaborationRole of District

Role of State Leadership Team

• ID Point of Contact• Small number of schools trained in PBIS• Small number of coaches identified and trained

• Conduct Site visit to school two times/school year (completion of “implementation phase checklist”)

• Provide technical assistance to local coaches• Provide SWIS training to schools as needed• Maintain communication with Point of Contact• Nominate Exemplar• Nag for Forms• Attend State Leadership Team Meetings monthly• Complete SET and SET Report as needed• Coordinate Regional Meetings for team leaders and coaches

Phase Two: Commitment to Capacity BuildingRole of District


• More than 5% of schools trained in PBIS within district/region

• Coach facilitator or lead coach identified (% of time allocated for PBIS activities)

• Informal District/Regional team identified• SWIS facilitators identified and trained• SET Assessors identified and trained

• Provide support and technical assistance to coach facilitator (coach facilitator coordinates site visits, “implementation phase checklist”, SWIS facilitation, SET assessment and support to local coaches)

• Conduct site visits to schools by special request only• Assist with district self assessment and action plan• Assist with dissemination activities such as presentation to

LMB, Community, Businesses, Superintendent• Conduct capacity building awareness activities using PBIS

Blueprint with key stakeholders • Submit formal reports to PBIS management team to include

progress notes, updates, training needs• Conduct needs assessment• Conduct SWIS facilitator training, SET assessor training

Phase Three: Commitment to Large Scale ImplementationRole of District


• Identification of PBIS Coordinator• Working Budget• District/Regional Action Plan in place to address capacity

building around training, coaching, evaluation, coordination• District/Regional PBIS functioning team• Development of database • Progress Report in development• Development of newsletters, brochure and other marketing

material• Alignment with LSS Master Plan, Charter, Code of Conduct• Formal report cycle to key stakeholders (superintendent,

board, LMB, community/business, Parent organizations)

• Active communication and coordination with PBIS Coordinator and PBIS District/Regional Team

• Attendance to district/regional monthly meetings• Identify resources such as grant opportunities• Promote visibility to State• Assist with marketing/dissemination/policy

District Level Phases

Leadership TeamExploration * Installation * Initial Implementation * Full Implementation


• How has the Leadership Team evolved over time?

Maryland after 11 years • Advisory- (Authority) Quarterly meetings• Leadership ( Implementation) Team- Monthly

– Workgroups• Management Team (Operations) 2/Month

– Standards and Protocols– Each member assigned to provide TA to all local school

systems• Regional Teams

– Organize Returning Team Summer Institute• Local School System Teams (various POI)

– Parallels State structure/process

Sept. 1st – Feb. 28th

New SWIS and CICO-SWIS subscriptions setup and invoiced

Feb- JunePlanning Phase for New Teams Checklist Completed

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Feb. 19Spring Forum Administrator

attends

July 26-30New Team

Training

Oct 21 State

Coaches Meeting

Nov 10IPI Due

Dec 8State

Coaches Meeting

August Team PlanningSWIS Readiness

Completed

PBIS Maryland 09-10

April 7State

Coaches Meeting

April 10IPI Due

** Regional Returning Team Events held during Summer- Dates TBA**CICO Training completed Regional by request

Training Coaching Evaluation

SWPBS Implementers’ BlueprintBUILD CAPACITY (training expertise) • Support coaches• Ensure coaches implement with fidelity• Establish community of learning

BUILD CAPACITY (implementation expertise)• Support school teams• Ensure teams implement with fidelity

DATA-BASEDDECISION MAKING• Create data systems

• Fidelity• Student outcomes

• Design process for evaluation• Establish eval cycles

COORDINATION ACTIVITIES

Behavioral Expertise

Training Coaching EvaluationExploration * Installation * Initial Implementation * Full Implementation


• How has the Training evolved over time?• How has Coaching evolved over time?• How has evaluation evolved over time?

Blueprint Logic – Training Capacity

• Assess and map training to school team “readiness”

• Training targets focus on specific steps in building a continuum of behavioral supports

• All training should be outcome based with measurable goals

• Trainers must master and demonstrate competency on essential features

Training

• Scope and Sequence

• Agreement around Readiness, Training Event, materials, process tools, outcomes, readiness for advanced tiers, training event, material, process tools, outcomes

• Contextual Fit

Readiness Structures

• Leadership Forum- New Teams• Planning Phase Checklist- Tier 1

– SWIS Readiness

• Advanced Tiers• Readiness- completed by Local Coordinator and

Team– CICO Readiness, CICO SWIS Readiness– Readiness T2/T3

Training in Maryland- T1

• Standards and Protocols• Intro to Administrators ( 6 months to get ready)• Readiness/Planning Phase• Team and Coach Training Event• Training Material• Facilitated Action Planning- Team Time Workbook• Track Fidelity/Progress (Benchmarks of Quality)• Access to Community of Practice-knowledge sharing • Track Outcomes (PBISsurveys, PBSeval.org)

Planning Phase I Year One

Task Completion DateAdministrator agrees to actively support and participate in PBIS activities. Feb 14

Complete Statement of Intent Form online at www.pbismaryland.org/forms.htm. Feb 29

Identify team members and team leader: (Team should be representative of school staff with administration support and participation). May 30

Establish 80% Staff Commitment May 30

Identification of Behavior Support Coach (Appointed by local school system PBIS coordinator). May 30

Schedule at least 2 full day August team meetings for team planning.May 30

Register as a team for Summer Conference**Obtain Log-in info from LSS Point of Contact Available from March 17-June 13

www.pbismaryland.org

Complete online PBIS Staff Survey. June 1Please bring to Summer Conference

Review SWIS Readiness Checklist Revise/Update Office referral form June 30

Entire team attends Maryland Institute 2007. ES July 22,23Secondary Teams July 23,24

Obtain 80% Staff Consensus80% Staff Commitment

A “YES” vote means that I agree to:provide input in determining what our school’s problems

are and what our goals should bemake decisions about rules, expectations, and procedures

in the commons areas of the school as a school communityFollow through with all school-wide decisions, regardless of

my feelings for any particular decisionCommit to positive behavior support systems for a full year

- allowing performance toward our goal to determine future plans

Staff Survey

• www.pbssurveys• School account numbers will be emailed• Email your Local Point of Contact for more

information

http://www.pbssurveys/

SWIS

• Optional• Review readiness checklist• Referral form requirement-see example• Demo at www.swis.org

http://www.swis.org/

http://www.swis.org/

Training in Maryland- T1

• Standards and Protocols• Intro to Administrators ( 6 months to get ready)• Readiness/Planning Phase• Team and Coach Training Event• Training Material• Facilitated Action Planning- Team Time Workbook• Track Fidelity/Progress (Benchmarks of Quality)• Access to Community of Practice-knowledge sharing • Track Outcomes (PBISsurveys, PBSeval.org)

Fidelity

• Delivering the training content as it is intended to be delivered is essential

• Participants who attend a RTI/PBIS training regardless of what part of the state they reside, should have the same training experience

• This is a challenge as scaling occurs• New Tools to ensure fidelity

• Implementation Snapshots and Practice Profile

Critical Element from BoQ Sample Implementation Product/Outcome

PBIS Team Problem-solving, planning team

Faculty Commitment Shared understanding and language around discipline

Effective procedures for Dealing with Discipline

Flowchart, Office Referral Form, Minor Incident Form, Time out of Class Form

Data Entry & Analysis Plan Established

Data system and analysis to guide intentional interventions

Develop Expectations & Rules

Teaching matrix of social/behavioral skills (core curriculum), a tool for providing behavior specific feedback/acknowledgement/praise/ reinforcement

85

Critical Element from BoQ Implementation Product

Establish Acknowledgement Program

Consistency with feedback, focus on what we want students and adults to do in the building vs what we don’t want them to do, evidence-based practice for teaching academic and behavioral skills

Develop Lesson Plans for Teaching Expectations/Rules

Consistency, explicit and situational instructional tools

Plan for Implementation Systematic approach to supporting students and adults, procedures for new students, staff, substitutes, family involvement

Classroom Systems Classroom Rules map onto SW expectations

Evaluation Data- for decision making, planning, marketing, buy in

86

Your Turn

• How would you use training materials in your school, district, region, state?

Compensating for the “Unknown”

• Readiness factors might impact fidelity• Lack of understanding by participants

might impact fidelity• Technology malfunctions might impact

fidelity

But…often times we have found individual decisions made by trainers are the main reasons

for why the content was not presented with fidelity

Training Capacity: Building A System to Support Trainers

• Curriculum- Scope and Sequence (VA), Course Structure (IL), Competencies (NH)

• OR, FL UConn

• Learner• Content Fluent (Systems, Data, Practices)• Co-Trainer (Practice at Implementation Site)• Trainer

Virginia: Training CapacitySpecial Thanks to:

Florida, Illinois and MichiganVA ESD Project

Bob Gable, Steve Tonelson, Irene Walker Bolton, Kim Yanek

• Uses Phases to organize• Competencies and Outcomes identified at

each Phase and Tier• Access to Trainer for Fluency, TA, Performance

Feedback– Monthly meetings– Guidebook help provide common language, role

and consistency

Rationale for TOT

• Scaling/Demand• Fidelity• Support/Community of Learners• Accountability

Expectations

• Completion of Application/Interview Process– Grandfather clause

• Agreement to attend all Facilitator Meetings• Completion of Scope and Sequence Assignments • Openness to feedback from assigned mentor• Engage in professional learning community

– Provide feedback, engage in continuous improvement

Performance Assessment

• Scope and Sequence– Clearly defined expectations

• Assessment tools for Trainers (Michigan)– Presentation Rubric– Preparedness Rubric– Content Rubric for each training event

• Data• Systems• Practices• Outcomes

Preparedness Rubric

Presentation Rubric

Content Rubric

Content

• Tier 1-Benchmarks of Quality (BOQ)• Tier 2 Basic (CICO Checklist)• Advanced Tiers (BAT)• Trainer Modules (ppt with notes) for each

feature• Observe the training

• Team Workbook- Activity and Action Plan • Implementation Snapshots for each feature

Developmental Process (Fl, IL)

• Using the training grid to track progress– Learner– Content Fluent– Co- Facilitator– Facilitator

Illinois Network 2009

Fidelity Checks

• Scope and Sequence• Facilitator Workbook (Trainer or Facilitator)• Competencies for each Phase• Rubric (Preparedness, Presentation)• Presentation Modules, Workbook, Implementation

Snapshots (BOQ)• Model, Co-present (use rubric to self assess)• Observation Form Request• Fidelity Check Request

Moving to Advanced TiersExploration Phase (again)

• Planning Phase Checklist- CICO– T2/T3 Action Plan

• Teaming Structures– Advanced Audit– Working Smarter for Advanced Tiers

• Decision Rules for Access– Identify “Natural Screeners”– Intervene Early

Guiding Questions

Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?

Systems/Process:Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team? RFA process How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in placeCommunication: How do your academic and behavior teams communicate with each other ?Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)

Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?

Workgroup/Committee/

Team

Outcome/ Link to SIP

Who do we serve?

What is the ticket in?

Names of Staff

Tier?Non-

negotiableDistrict

Mandate?

How do we measure impact?

Overlap?Modify?

Attendance Committee

StudentsStaff-

Junebug, Leo, Tom

1,2,3yes

Attendance records

Yes-fold to PBIS

PBIS Team StudentsStaff

Ben, Tom, Lou

1no

Office Refs.,Attend, MIR,Nursing log climate

Yes- continue

Safety Committee

StudentsStaff

Toni, Barb,Tom

1,2,3no

OfficeReferralsBIG 5, climate

Yes-fold into PBIS

School Spirit Committee

Students Tom 1no

Survey Yes-fold into PBIS

Discipline Committee

StudentsStaffSuspension

Tom, Lou 1,2,3no

Office Referrals

Yes-fold into PBIS

Student Support Team/Problem Solving Team

Students,Staff?

Steve, Sue,Jon,Tom

2,3yes

Discipline,DIBELS,FACTS…

No- continue

School Improvement

Bill, Jon, Lou, Tom

1,2,3yes All of the above Yes- continue

Working Smarter- Systems / Staff Support

Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then

we can prevent it from happening)

• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:





107

Coaching

• Define Role• Coach Self Assessment• Coach Checklist• Scope and Sequence• What organizational structures should be in place

to allow coaching to occur?• How do coaches get access to support?• Coach Tools: Implementation Snapshots, Practice

Profile

Coaching Defined• Coaching is the active and iterative delivery of:

– (a) prompts that increase successful behavior, and – (b) corrections that decrease unsuccessful behavior

• Coaching is done:– by someone with credibility and experience with the target skill(s)– on-site, in real time – after initial training– repeatedly (e.g. monthly)– by adjusting the intensity according to need

Horner (2009)

109

Practices/SkillsThe technical skill set required to achieve fidelity

•Problem Solving (Team, Classroom, Staff, Student)• Team Building/Collaboration

• Delivering Feedback• Behavioral Consultation

Building Coaching Capacity

SystemsConditions that support skill development

for staff • Policy and Procedures alignment

• Budget Re-allocation• Recruitment and Selection of Coaches

• Supervision of Coaching within Organization•Training Curriculum and Scope and Sequence

• Access to certification• Facilitative Administrator Supports

DataInformation required to guide skill development process• Action Plan with short/long term measurable goals

• Self Assessment• Process Measures/Fidelity Checks• Performance Feedback Measure

• Progress Monitoring Tools• Evaluation Tools

• Student Outcomes• Data used for continuous regeneration (PEP/PIP)

StateRegionalDistrictBuilding

ClassroomStaff

StudentFamily

Occurs at ALL Levels

Skill Mastery Competency Level Data Practices Systems Level One (Coaches): Fluency @ Universal

level ŅLeadÓ teams through

process (Direct)

Multiple data collection systems

Problem solving with Data

School-wide PBS essential features Effective Instruction Classroom management Rules to inform adoption of

practices Model school examples Basics of ABA PBS responses to problem

behavior

Meetings / Team roles Communication within building Consultation Targeted technical assistance Task analyze team generated universal

practices for implementation Codify practices into policy

Level Two (Coaches/Trainers): Established effective

school site(s) Fluency at Small

group and Individual student level

Work with school team chair (Indirect)

Train teams in universals

Research data collection tools (e.g., SET)

Direct observation data at individual student level

Advance ABA Functional Behavioral Assessment Social Skill instruction

Systematic (data-based) student identification for small group/ individual supports

Create/support student support team or process

Task analyze team generated small group/individual practices for implementation

Adapting universal systems to support generalization of small group /individual plans

Consult with other agencies/parents Codify practices into policy

Level Three (Coordinator): Work with multiple

schools Train teams universal

Š individual level Train coaches Establish district-wide

system

Evaluation of district-wide efforts

Data Šdecision rules to identify needed supports within/across schools

Link school needs (data-based) to district professional development

Effective professional development / training skills

Map district policy to essential features of PBS

Leadership team roles / meetings Communication across district Resource bank (ŅexpertsÓ & materials) Codify practices into policy

Coach Competencies

Outcomes of Coaching

• Fluency with trained skills• Adaptation of trained concepts/skills to local

contexts and challenges• And new challenges that arise

• Rapid redirection from miss-applications• Increased fidelity of overall implementation• Improved sustainability

• Most often due to ability to increase coaching intensity at critical points in time. Horner 2009

112

Practice Profiles• Each critical component is a heading• Each level of implementation becomes a

dimension on the rubric associated with that critical component.

Critical Component

(non-negotiable)

Define how does this Critical Component

contribute to the Outcome?

Ideal “Gold Standard” of the

Critical Component

Acceptable Variation of the Critical Component

Unacceptable Variation of the Critical Component

Adapted from work of the Heartland Area Education Agency 11, Iowa

Review the Practice Profile

Precorrection for Implementation Challenges

Your Turn

• How would you use the Practice Profile?

Phases of Coaching(adapted from Situational Leadership

Blanchard and Hersey)

Coach needs to adjust to situation (teams skill set, knowledge and commitment to change)

C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started.

C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment.

C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation.

C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support.

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Development of the TeamD4 – High Competence, High Commitment – Fluent and

experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach .

D3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly.

D2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them.

D1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

118

Evaluation

• Evaluation Blueprint – www.pbis.org

http://www.pbis.org/

If something is worth doing once, it's worth building a tool to do it.

• Evaluation Template- What will the impact be?• Identify Progress Monitoring Tools

– Tier 1• Team Implementation Checklist• Benchmarks of Quality• School-wide Evaluation Tool

– Tier 2CICO Progress Monitoring ToolBenchmark for Advance Tiers (BAT)

PBIS MarylandState Leadership Meeting

November 1, 2010

By School Type

PBIS Maryland Coaches

Evaluation Question: How do reported rates of problem behavior in Maryland Schools compare to the national average?

Data Source: SWIS PBIS elementary schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .34

per day per 100 students.

PBIS Middle schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .69 per day per 100 students

PBIS High schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .95per day

per 100 students.

Evaluation Question: Do 80% of the students in MD Elementary PBIS schools using SWIS receive 0 or 1 office referrals?Data Source: SWIS

PBIS Elementary schools in Maryland using SWIS report that 95% of their students receive 0 or 1 office referral.

Evaluation Question: What are the office disciplinary patterns by ethnicity?Data Source: SWIS

African American students receive office discipline referrals more than White, Latino and Asian students in all grade levels.

PBIS Maryland

• 589 BOQs were received. Average score: 85%

• 461 SETs were received. Average score: 94%

• 371 schools were recognized– Gold: 216– Silver: 80– Bronze: 75

taking the journey through initial implementation

Documents

wide pbis implementation

effectiveness of school

initial implementation

levels of implementation

fixsen schools

pbis foundations

regional leadership

effective outcomes